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The purpose of the study is to enhance the quality of education in rural management through the inclusion of students’ voices, namely, active participation in the curriculum development intervention. This approach aims to foster critical thinking, collaboration, communication and creativity, thereby enhancing student engagement and in turn leading to quality education.

This methodology outlines an inductive approach using focus group discussions (FGD) and thematic analysis to explore and understand the constructs related to the impact of students’ voice on quality education. Curriculum development in rural management was used as an intervention to assess the impact of the inclusion of students’ voice. This study’s inductive approach and qualitative methods provide a rich understanding of students’ experiences and perspectives.

The findings from the FGD and thematic analysis provided insights into the inclusion of students’ voice in rural management curriculum development, an intervention that enhanced the 4C’s (collaboration, communication, creativity and critical thinking) of learning and student engagement. The emerging themes illustrated the intervention’s positive effects on quality education.

This research extends the current knowledge by shedding light on integrating Kolb’s experiential learning theory with Laurillards’ conversational framework in achieving quality education in rural management which has not been extensively explored.

The paper underscores the importance of students’ voice in quality education. It provides a basis for policymakers to mandate that higher education institutions increase student engagement, thereby promoting quality education.

The findings contribute to the existing body of knowledge in the field of quality education (Sustainable Development Goal 4) in rural management. The results of our study provide a novel perspective on the experiential learning of students, which has practical implications and advances the understanding of quality education for sustainable development in business education.

Mentoring has been shown to positively affect student engagement, confidence, leadership, and skills. It is through the development of relationships, knowledge sharing, increased engagement, and a sense of belonging that mentors gain confidence and build leadership skills. However, little is known about the types of leadership, practices, and behaviors that mentors develop when undertaking the mentorship role. The purpose of this study is to examine the development of exemplary leadership practices that the mentoring role nurtures in undergraduate female student mentors. In particular, this study adopted the Kouzes and Posner (2002) transformational and servant leadership practices model to collect data from undergraduate female mentors (n = 94) and mentees (n =142). Results demonstrated significant correlations among all Student Leadership Practices Inventory Scale (S-LPI) subscales – Inspite a shared vision, Model the way, Challenge the process, Enable others to act, and Encourage the heart – and provided evidence for the association of the mentoring role with the development of transformational and servant practices. However, among the five transformational leadership practices, Inspire a shared vision was not correlated with the mentoring role. Based on the findings of this study, it is recommended that curriculum developers of undergraduate programs create curricula containing an array of peer teaching/mentoring experiences based on clear roles and job descriptions for mentors. Further research is recommended to explore the impact of mentoring programs with a wider sample of students from diverse backgrounds.

The purpose of the study was to understand the learnings of adults (who are undergraduates, post graduates or working professionals) who volunteered to be the mentors to make a difference in the life of the adolescents who are from underprivileged backgrounds.

The authors conducted their study in a not for profit organization (NPO) which has a unique mentoring program called Dronocharya Ekalavya (DNE) mentoring program in Hyderabad, India. The authors conducted telephonic interviews with 15 mentors using a semi‐structured questionnaire and also administered an online survey to 59 respondents. Since the study is a qualitative research, results cannot be generalisable.

The findings of the study conclude that mentors do learn from the mentoring program organized by NPO. Mentors learnt soft skills such as interpersonal skills, leadership skills, etc. Also they learnt to build rapport and trust. The study highlighted the changes in behaviors of mentors such as self‐realisation, and change in attitude.

Social desirability effect might have impacted the results but all efforts have been invested in carefully handling the data. A possible longitudinal study can focus on comparing learning outcomes of mentors at the beginning of the mentoring program with learning outcomes of mentors at the end of the mentoring program. Future research could focus on how and what do they learn from each other by expanding the study to many organizations.

There is no empirical research conducted to study the benefits gained by mentors through mentoring program, especially referencing to youth mentoring. This study will help organizations (both NGO and other businesses) understand the benefits of mentoring to the mentors.

This chapter critically examines a Pakistani initiative on youth mentoring at workplace, namely the National Internship Program (NIP), which aims to increase fresh graduates' capability and employability. Through a situational analysis of prevalent education systems, occupational choices and job-related tendencies of Pakistani youth in the backdrop of mega economic activities like the China–Pakistan Economic Corridor (CPEC), this chapter brings forth virtues and limitations of NIP. Further, an elaborative appraisal of the key features, design and process of NIP through an illustrative cycle, a conceptual model has been designed which may fulfil the mentoring needs of developing countries. This conceptual model of youth mentoring at workplace proposes a cycle of six activities: planning, engaging, performing, appraising, ensuing and reflecting.

The purpose of this paper is to understand the influence of self-leadership on the intention to mentor among university teachers considering the mediating role of self-efficacy and the moderating role of individualism-collectivism dimensions.

A standardized questionnaire was used to collect data from Indian (n=88) and Spanish (n=105) university teachers. The hypothesized relationships were analyzed using structural equation modeling and hierarchical multiple regression analysis.

Self-leadership strategies influence the intention to mentor through university teachers’ self-efficacy. The positive relationship between self-efficacy and intention to mentor becomes stronger when the respondents are inclined toward vertical collectivistic or horizontal individualistic values.

The study extends mentoring literature since it incorporates both individual and cultural variables, allowing observing their interplay and giving a holistic understanding of the issue. The main limitation of the study is its cross-sectional survey design, which is the use of data collected from a single-sitting, self-reporting measure. Different procedures were used to control method biases.

Intention to mentor can help university teachers (especially the younger staffs) and students to establish the process that can reinforce their commitment toward realistic goals. In the long term, entering into a mentoring relationship might boost self-efficacy and self-leadership qualities of the mentors themselves.

The comprehensiveness and relevance of the variables in the context chosen is the primary strength of this research. In the scenario of increasing professionalization and globalization, the cross-cultural nature of this study brings in a global perspective of the research problem.

The purpose of this paper is to examine how a peer mentoring relationship may support provisional psychologists engaged in postgraduate education in Australia. The theoretical lens for this study draws from the real relationship framework and significant events literature.

Quantitative and qualitative data were obtained via a web survey from a sample of 23 mentors and 41 mentees. Participants had engaged in a one-year peer mentoring program on a volunteer basis. The survey contained measures of functions of mentoring, perceived genuineness and realism in the relationship, and overall satisfaction with peer mentoring. Participants also provided accounts of helpful events, hindering events and open feedback.

Perceived satisfaction was significantly correlated with greater genuineness and realism in the relationship. Satisfaction was associated with psychosocial and clinical functions of mentoring for both mentors and mentees, and career functions for mentees only. Qualitative findings indicated that the most helpful events included psychosocial support, mutual understanding and skill development. The most frequent hindering events were logistics/time, lack of structure and mentor technique/activity.

Peer mentors show great promise for supporting provisional psychologists. Recommendations for higher education providers include providing peer mentors with guidance regarding the importance of psychosocial support, clinical skill development and creating genuine and real relationships. Peer mentor training would also benefit from the inclusion of career development strategies and psychoeducation on transference.

This study is the first to apply the real relationship framework and significant events analysis to the psychology peer mentoring context.

The purpose of this paper is to present findings from an initial year of mentoring and induction provided to new assistant principals (APs) served by the Kansas Educational Leadership Institute (KELI) and to identify program characteristics that support leadership development for first year APs.

The current research utilized surveys and interviews for data collection. The participants included 12 new AP mentees and five mentors currently participating in the KELI program. Two comparable questionnaires are designed to examine perceptions of both groups on the effectiveness of the program in general, mentoring/induction approaches used, and the appropriateness of the intensity of engagement required. The semi-structured interviews provide contextualized understanding of the same aspects examined in the surveys.

The findings reveal that mentees found mentoring/induction experiences with KELI highly valuable. The mentor-mentee matching mechanism together with other structured components in the KELI program such as mentor coaching training and multiple professional learning opportunities was instrumental for promoting a trustful relationship, reciprocal learning, and personalized and growth-based assistance that are key to successful mentoring/induction experiences.

The study findings will inform the research-based requirements in KELI’s model and further define effective components in serving the unique and varied responsibilities inherent in the AP position.

There is a need to identify elements in effective mentoring and induction support for new APs and to encapsulate best practices to further develop skills and dispositions for this important leadership position.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Learning is fundamental to the growth and success of any organization. And any business that fails to comprehend its importance is surely destined for a place among the also-rans. Various possibilities exist where learning and development is concerned. One such option gaining in popularity is mentoring. It has now become recognized as having a key role in the personal and professional development of those participating in such programs. Mentoring typically involves an older person imparting their knowledge and experience to a less worldly individual placed under their guidance. Enabling the “mentee” to learn thus tends to be the main objective of these arrangements.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The purpose of this study was to examine the experiences of college-age mentors in a school-based mentoring (SBM) program with the aim of understanding mentor perceptions of “power.”

Seventeen mentors, comprising both undergraduate (9) and graduate (8) students, participated in this exploratory qualitative study. One-on-one semi-structured interviews and Focus Groups served as the primary methods of data collection. The modified Grounded Theory approach guided the data analysis process. Mentor narratives were scrutinized within the Indian context while also considering a global perspective.

Three major role execution styles emerged from examining mentor behavior: leadership, coaching and companionship. These charted the trajectory of equitability, revealing two major aspects of mentor perception: (1) within a tightly monitored and firmly structured program in a collectivist context, mentors believed they had the power to promote equitability in their dyads and (2) raising awareness about inequity is not sufficient to activate equitability, but additionally, an open mindset is essential for making conscious efforts to disrupt hierarchy.

The findings hold significant implications for higher education institutions and program creators in advocating school–college partnerships using SBM to promote equitable program structures and to develop a socially responsible next generation of leaders.

The study modestly fills critical gaps in the literature related to the understanding of power dynamics in mentoring relationships and understanding mentorship from mentors’ views. Future research could explore how college-age mentors perceive their own social capital.

Peer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors’ and mentees’ perceptions of family relationships.

The sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.

A multilevel modeling analysis revealed that mentees’ and mentors’ perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors’ perceived trust in their families was negatively associated with MRQ.

This study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.